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Edexcel GCSE (9–1) Physics Scheme of work This document provides a scheme of work for teaching the Physics content from the Pearson Edexcel GCSE (9-1) Combined Science specification to lower attaining students, i.e. those targetting grades 1-3. Given the level that this scheme of work is targetted at, it covers the Foundation content from the specification only. The scheme of work ensures that the full programme of study (and specification) is covered. It is designed so that the content is delivered over three years, giving students the maximum amount of time to prepare for their GCSE. It starts off with a gentle transition into GCSE from Key Stage 3. This is based on the free transition materials that are available on our website. The teaching activities are based on our main scheme of work, but have extra support built in that is specifically designed for lower attainers. Practical and hands-on activities have been incorporated wherever possible to support understanding of concepts and to promote engagement. Suggestions of regular formative assessment have been included throughout to support linear assessment. Each lesson is designed to be a double (two-hour) lesson. Please note that the lesson detail is currently only available for the first two terms. An outline of the rest of the course is given for information. This will be updated over the coming months. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Year 9 Transition Topic P1 Fields Lesson TP1a: Magnetic fields Specification points Exemplar teaching activities P8.1: Describe, with examples, how objects can interact a) at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved P11.1: Recall that unlike magnetic poles attract and like magnetic poles repel P11.4: Describe the shape and direction of the magnetic field around bar magnets and for a uniform field, and relate the strength of the field to the concentration of lines P11.6: Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic © Pearson Education Ltd 2015. Starter Show images or objects linked with uses of magnets, for example a compass, Maglev train, screwdriver handle, scrapyard, fridge door and ask what the items have in common. Exploring Students explore bar magnets to discover repelling and attracting ‘ends’. Provide various materials and ask students to discover which materials are magnetic and non-magnetic. Ask students to compare the action of a magnet and magnetic material, and ask how we can confirm a magnet. Students use iron filings and a magnet to show the field lines. Demonstrate using a plotting compass to plot magnetic fields. Suspend a bar magnet to show that it aligns roughly North and South and link these to different poles. Working in pairs, students plot field lines using either repelling magnets or attracting magnets. Students within each pair share their findings. Explaining Students refer back to the examples from the Starter activity to explain how the magnets are used. Encourage students to refer to magnetic poles. Differentiation Exploring Support: Provide a few materials to test and support with which to include when comparing a magnet with magnetic materials. Stretch: Encourage students to predict which materials will be magnetic and to consider any unexpected results. Explaining Support: Students share their ideas verbally. Stretch: Students research the evidence that the Earth must be magnetic due to the behaviour of a magnetic compass. Maths skills n/a Practicals Plotting magnetic fields (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P1 Fields Lesson TP1b: Contact and non-contact forces Specification points Exemplar teaching activities P1.14: Recall and use the Starter equation: weight (newton, Display the words ‘mass’ and ‘weight’ and ask N) = mass (kilogram, kg) students to discuss their meanings. Discuss × gravitational field everyday use of the words and state that there is strength (newton per a difference in meaning. kilogram, N/kg), W=m×g Exploring P8.1: Describe, with Provide students with a range of known masses. examples, how objects can Demonstrate how to measure weight and interact introduce the units of both mass and weight. a) at a distance without Students record mass and weight for each. Ask contact, linking these to students to look for a pattern in the results. the gravitational, Introduce the formula W=m x g and ask students electrostatic and magnetic to suggest a value for g. fields involved Ask students to suggest other non-contact forces b) by contact, including and use images or demos to show examples. normal contact force and Students work in pairs to compare the weight of a friction block compared to the force needed to pull it. Students reflect on the results and evaluate the method. Explaining Students list as many contact and non-contact forces as possible (for example as a competition between groups). Students devise some true/false questions based on weight, mass and contact/non-contact forces and test others. © Pearson Education Ltd 2015. Differentiation Exploring Support: Use masses with simple values, such as 10g, 20g, 30g etc. Students use the formula to calculate weight only, without rearranging. Stretch: Ask students to predict weights of other masses (they could then test their predictions). Encourage students to test more than one block to be sure of their result. Explaining Support: Provide a specific focus for questions. Stretch: Ask students to suggest how the frictional force could be decreased. Maths skills Substitute numerical values into algebraic equations (W=m x g) Change the subject of an equation Practicals Determining g by measuring weight. (See Exploring.) Exploring gravitational and frictional forces (See Exploring.) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P2 Kinetic theory Lesson TP2a: Particle model and gas pressure Specification points Exemplar teaching activities P4.1: Use a simple kinetic Starter theory model to explain Ask groups of students to demonstrate the the different states of particle model of solids, liquids and gases with matter (solids, liquids and guidance from other students about how to gases) in terms of the behave. movement and arrangement of particles Exploring P13.3: Describe the term Ask students how gas-filled objects stay inflated absolute zero, −273 °C, in (for example balloons and tyres) and discuss gas terms of the lack of pressure. Demo increasing the temperature of a movement of particles gas at constant pressure and then ask students to P13.4: Convert between consider the effects of increasing the pressure on the kelvin and Celsius particles. Use the demo to increase the pressure scales at a constant temperature. Allow students to explore increasing the pressure on solids, liquids and gases (using filled syringes). Students explain their findings. Introduce absolute zero in terms of lack of movement of particles. Define the Kelvin scale and ask students to suggest at what temperature Celsius particles would have zero movement. Ask students to create a scale to compare Kelvin and Celsius. Explaining Students explain what is meant by gas pressure and suggest the consequences of altering the gas pressure in the gas-filled objects referred to in Exploring. Students practice converting between Kelvin and Celsius scale and vice versa. © Pearson Education Ltd 2015. Differentiation Exploring Support: Provide students with a scale to annotate. Stretch: Students create a scale showing several points, for example boiling point of water, temperature of the room. Explaining Support: Provide students with scaffolding with sentence starters, such as ‘as the gas pressure increases________’. Students match up Kelvin and Celsius values. Stretch: Students consider Celsius values if it were possible to go below absolute zero. Maths skills Substitute numerical values into algebraic equations using appropriate units Practicals Investigating gas pressure. (See Exploring.) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P2 Kinetic Lesson TP2b: Density Specification points P4.2: Recall and use the equation: density (kilograms per cubic metre, kg/m3) = mass (kilograms, kg) ÷ volume (cubic metres, m3) ρ = m/V P4.4: Explain the differences in density between the different states of matter in terms of the arrangements of the atoms or molecules P4.5: Describe that when substances melt, freeze, evaporate, boil, condense or sublimate mass is conserved © Pearson Education Ltd 2015. theory Exemplar teaching activities Starter Demo making a liquid density tower (for example, with syrup, milk, detergent, water, oil). Ask students to discuss why the liquids layer as they do. Exploring Share some solid blocks of various size, material and mass. Ask groups to suggest which has the largest mass; offer some cognitive conflict by including large blocks of small mass. Ask students to suggest which is the most dense block. Introduce the formula ρ = m/V. Students measure the density of a range of solid blocks. Explaining Ask students to explain the density of the different blocks in terms of arrangement of particles. Students produce a continuum of density of liquids used in the Starter activity. Ask students to suggest where other liquids (for example, motor oil, alcohol) would fit into the continuum and how they would check. Students practice using the equation to calculate density and using the correct units. Differentiation Exploring Support: Support students in calculating volume of cubes. Stretch: Provide students with the parts of the algebraic equation for density and ask them to form the formula for density. Explaining Support: Provide parts of sentences for students to select from, for example, ‘in the most/least dense block…’, ‘…the particles are…’. Stretch: Ask students to discuss how they might measure the density of irregular objects. Maths skills Substitute numerical values into algebraic equations using appropriate units Calculate volumes of cubes Practicals Measuring density (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P3 Current Electricity Lesson TP3a: Series circuits Specification points Exemplar teaching activities P9.2: Draw and use electric circuit diagrams representing them with the conventions of positive and negative terminals, and the symbols that represent cells, including batteries, switches, voltmeters, ammeters, resistors, variable resistors, lamps, motors, diodes, thermistors, LDRs and LEDs P9.4: Recall that a voltmeter is connected in parallel with a component to measure the potential difference (voltage), in volts, across it P9.7: Recall that an ammeter is connected in series with a component to measure the current, in amps, in the component © Pearson Education Ltd 2015. Starter Provide students with circuit components, circuit diagrams and names of components and ask them to match them. Exploring Demo some problem circuits (for example, break in circuit, opposing cells) and ask students to predict whether the bulb(s) will light each time. Allow students to explore making simple circuits and drawing circuit diagrams for each. Using a circuit with two cells and two bulbs, students explore the current throughout the circuit and draw conclusions. Demo a model of a series circuit (for example a water or pupil with sweets model) and ask students to identify what each part of the model represents. Students investigate the potential difference in series circuits and draw conclusions. Explaining Provide students with an alternative model of electric circuits and ask them to identify what each part of the model represents and to assess the strengths and limitations of the model. Students summarise ‘rules’ of series circuits and produce true/false questions to test others. Differentiation Exploring Support: Allow students to draw circuits as they see them initially (for example, with curvy wires). Stretch: Students discuss the limitations of the model of a circuit. Explaining Support: Provide structure by asking students to comment on potential difference and current in series circuits. Stretch: Arrange students in similar-ability groups to share questions and answers. Maths skills n/a Practicals Investigating series circuits (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P3 Current Lesson TP3b: Resistance Specification points P9.17: Investigate the relationship between potential difference (voltage), current and resistance for both linear and non-linear components (such as an investigation that uses a variable resistor) P9.15: Calculate the currents, potential differences and resistances in series circuits P9.13: Recall and use the equation: potential difference (volt, V) = current (ampere, A) × resistance (ohm, Ω) V=I×R © Pearson Education Ltd 2015. Electricity Exemplar teaching activities Starter Display the word ‘resistance’ and ask students to explain what this word means, giving examples from everyday life. Refer back to the models used in the previous lesson and ask students to suggest how resistance was represented. Exploring Students investigate the relationship between potential difference, current and resistance. Students measure potential difference, current and resistance and use this to prove the equation V = I × R. Ask students to explore rearranging this equation. Students plot a graph of potential difference and current. Students calculate the gradient of the graph to estimate resistance. Explaining Students practice using the equation V = I × R with the correct units. Students summarise what is meant by resistance in a circuit and how it can be measured/estimated. Differentiation Exploring Support: Provide guidance on measuring the gradient of a graph using a simple example initially. Stretch: Explain the term direct proportion. Students consider any results not sitting on the straight line and suggest reasons why. Explaining Support: Students calculate just voltage or are given the rearranged equation to use. Stretch: Ask students to explain the process of rearranging the equation. Maths skills Plot two variables from experimental data Determine the slope of a linear graph Substitute numerical values into algebraic equations Change the subject of an equation Practicals Investigating the relationship between potential difference, current and resistance. (See Exploring.) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P4 Springs Lesson TP4a: Stretching springs Specification points Exemplar teaching activities P7.3: Recall and use the Starter equation: Demonstrate some examples of elastic materials and work done (joule, J) = show how these change shape when a force is exerted on them. Allow students to explore what force (newton, N) × happens when this force is removed. Students distance moved in the discuss the energy changes as the material changes direction of the force shape. (metre, m) E=F×d P7.4: Describe and calculate the changes in energy involved when a system is changed P14.3: Recall and use the equation for linear elastic distortion including calculating the spring constant: force exerted on a spring (newton, N) = spring constant (newton per metre, N/m) × extension (metres, m) F=k×x P14.5: Describe the difference between linear and non-linear relationships between force and extension © Pearson Education Ltd 2015. Exploring Students investigate stretching of a spring, recording the force applied (provide steady increments) and calculating extension in mm. Ask students to look for a trend in the results before then plotting a graph. Introduce E = F × d and explain how the area under the graph can be used to estimate the work done. Students calculate work done using the graph and the equation, and compare the estimates. As a class, compare the stretch of three different elastic bands. Students plot one of these graphs and then compare as a class. Allow students to explore the elastic bands to deduce that the least stretchy band has a steeper graph. Ask students to explain how the work done compares in stretching each of these bands and relate this to the area under the line. Explaining Students comment on the accuracy and precision of their results and suggest how they would test the repeatability and reproducibility of their experiment. Demo stretching of a spring past its elastic point. Ask students to annotate their graph to show the line with this larger force and to explain what happens. Explain that many other materials are also elastic, for example, steel, glass. Ask students to explain how elasticity can be of benefit. Differentiation Exploring Support: Support students in calculating extension and in converting units from mm to m. Stretch: Students are asked to calculate the force applied, given the mass applied. Students could revisit direct proportion (for example in estimating resistance from p.d./current graph in previous lesson) and calculate the gradient of the graph to estimate the spring constant. Explaining Support: Remind students of definitions of accuracy, precision, repeatability and reproducibility using simple examples. Stretch: Students draw energy transfer diagrams for stretching of the springs and other elastic materials. Maths skills Plot two variables from experimental data Translate information between graphical and numeric form Practicals Investigating stretching of springs (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P5 Motion Lesson TP5a: Speed Specification points P1.3: Recall that velocity is speed in a stated direction P1.4: Recall and use the equations: a) (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s) P1.5: Analyse distance/time graphs including determination of speed from the gradient P1.10: Recall some typical speeds encountered in everyday experience for wind and sound, and for walking, running, cycling and other transportation systems Exemplar teaching activities Starter Display a range of animals, vehicles, activities on the board (for example, car on motorway, person running, cheetah, dog) and ask students to place them in order of speed. Allow groups to compare ideas before revealing the answers. Exploring Ask students to suggest alternative units of speed and explore how the units give us a clue to the equation. Introduce the equation, (average) speed (metre per second, m/s) = distance (metre, m) ÷ time (s). Students plan how to investigate their own average speed doing various activities. Students use the equation to calculate their speed. Provide data for students to plot a graph of distance and time. Revisit the idea of direct proportion and students calculate the gradient to estimate speed. Students use examples of other linear distance/time graphs to look for patterns in the steepness and speed. Explaining Students practice using the average speed equation. Provide students with examples of one-part, two-part and three-part distance/time graphs and ask them to identify the ‘journey’ (for example, as a game of speed graph bingo). Ask students to suggest why average speed is often measured on a motorway, rather than speed at one point. © Pearson Education Ltd 2015. Differentiation Exploring Support: Remind students to use units of m and s and support with converting. Stretch: Students consider accuracy and precision of data collected. Explaining Support: Students use the average speed equation to calculate only average speed. Stretch: Students rearrange the equation and calculate distance or time. Maths skills Substitute numerical values into algebraic equations Change the subject of an equation Plot two variables from data Determine the slope of a linear graph Practicals Measuring speed (see Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Transition Topic P5 Motion Lesson TP5a: Acceleration Specification points P1.6: Recall and use the equation: acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) / time taken (second, s) a = (v – u)/t P1.8: Analyse velocity/time graphs to: a) compare acceleration from gradients qualitatively b) calculate the acceleration from the gradient (for uniform acceleration only) c) determine the distance travelled using the area between the graph line and the time axis (for uniform acceleration only) © Pearson Education Ltd 2015. Exemplar teaching activities Starter Show examples of a range of line graphs in different contexts and allow students to practice describing and explaining what the graphs show. Introduce a graph of speed against time and ask students to explain what the graph shows. Exploring Using either dataloggers or stopwatches, measure the speed over a truck (for example, over a distance of a 1m slope). Share the equation a = (v – u)/t and explain velocity as compared to speed. Ask students how they could work out the acceleration using the data collected and the equation. Students use experimental data to calculate acceleration. Show video clips of other examples of linear acceleration and allow students to practice using the equation. Provide students with data for uniform acceleration to plot velocity/time graphs. Explaining Revise transition work for physics. Assessment of transition work for physics. Differentiation Exploring Support: Ask students to only calculate acceleration, without the need for rearranging the equation. Stretch: Students use the area under the graph to estimate acceleration and distance travelled. Explaining Support: Provide students with a checklist for selfassessment. Stretch: Ask students to create revision questions using given command words. Maths skills Determine the slope of a linear graph. Substitute numerical values into algebraic equations. Change the subject of an equation. Practicals Calculating acceleration (see Exploring). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P1 Motion Lesson CP1a: Vectors and scalars Specification points Exemplar teaching activities P1.1: Explain the Starter difference between vector Ask students to work in groups to list 5 or 10 and scalar quantities things we measure in physics, e.g. time, length, P1.2: Recall vector and area, weight, speed. scalar quantities including: a) displacement / distance Exploring b) velocity / speed Define scalar and vector quantities using an c) acceleration example (e.g. weight). Give students examples or d) force images of different quantities and ask them to e) weight / mass sort them into ‘scalar’ and ‘vector’ quantities. f) momentum Students build a marble run using modelling clay g) energy on a ramp to measure the time it takes for a P1.3: Recall that velocity is marble to run down different tracks. Ask them to speed in a stated direction consider the differences between distance and displacement, and between speed and velocity. Explaining Place a small 50 ml beaker inside a large beaker (4 l) and fill the large beaker with water to near the top. Then challenge a student to drop a coin into the small beaker. Ask students to work in pairs to write descriptions of the different ways in which the coins move, including the words speed, velocity, distance, displacement. © Pearson Education Ltd 2015. Differentiation Exploring Support: Remind students how to find the mean of several results. Stretch: Ask students to explain which measurements (distance or displacement) should be used if working out the acceleration of the marble. Explaining Support: Rather than asking students to write descriptions, elicit their ideas about differences between distance and displacement, speed and velocity, by questioning. Stretch: Ask students to describe the movement of the coins in terms of energy (e.g. losing potential energy and gaining kinetic energy as they accelerate). Maths skills Use an appropriate number of significant figures. Find arithmetic means. Practicals Investigating scalars and vectors with tracks and marbles. (See Exploring). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP1b: Distance/time graphs and speed Specification points Exemplar teaching activities P1.4: Recall and use Starter the equations: Show students a video clip a) (average) speed (from the Internet) of a (metre per second, supersonic car, e.g. Thrust SSC m/s) = distance or Bloodhound SSC (aiming for (metre, m) ÷ time 1000 mph). Ask students to (s) suggest how fast the speed of b) distance travelled sound is, and how this (metre, m) = compares to the speeds of cars average speed on the roads. (metre per second, m/s) × time (s) Exploring P1.10: Recall some Revisit how students measured typical speeds their own speed during different encountered in activities in a previous lesson. everyday experience Ask students to describe how for wind and sound, they calculated speed from the and for walking, measurements taken. Revisit running, cycling and the speed equation and support other transportation students’ recall of it. systems Students use the echo method P1.9: Describe a to measure the speed of sound range of laboratory in air, and use sensors and methods for dataloggers to measure the determining the speeds of sound in air and in a speeds of objects solid. such as the use of light gates Explaining Explore with students the meaning of the words ‘average’ and ‘instantaneous’. Use a ramp with a small slope and a dynamics trolley to demonstrate the difference between instantaneous speed and average speed. © Pearson Education Ltd 2015. Differentiation Exploring Support: Support students with calculating speed and give them the opportunity to practice measuring and calculating speed again before using the echo method if necessary. Stretch: Students work independently to use and change the subject of an equation. Explaining Support: Reinforce the difference between instantaneous speed and mean speed by discussing other examples, such as bus journeys or car journeys where speeds vary because of traffic and junctions, and how the average speed for such a journey can be calculated. Stretch: Ask students to explain why the average speed for a journey is always less than the maximum speed during the journey. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Understand the terms mean, mode and median Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals Students use the echo method to measure the speed of sound in air, and use sensors and dataloggers to measure the speeds of sound in air and in a solid. (See Exploring). Use a ramp with a small slope and a dynamics trolley to demonstrate the difference between instantaneous speed and average speed. (See Explaining). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP1c: Acceleration Specification points P1.6: Recall and use the equation: acceleration (metre per second squared, m/s2) = change in velocity (metre per second, m/s) / time taken (second, s) a = (v – u)/t P1.7: Use the equation: (final velocity)2 ((metre/second)2, (m/s)2) – (initial velocity)2 ((metre/second)2, (m/s)2) = 2 × acceleration (metre per second squared, m/s2) × distance (metre, m) v2 – u2 = 2 × a × x P1.11: Recall that the acceleration, g, in free fall is 10 m/s2 and be able to estimate the magnitudes of everyday accelerations Exemplar teaching activities Starter Revisit the work on speed and acceleration so far by asking students to think about how you work out different quantities that describe motion and the units they are measured in. Groups record their ideas. Exploring Use light gates to measure the acceleration of a card in free fall (Suggested practical). Remind students of the acceleration equation shared previously a = (v – u)/t. Students explain what the equation shows and practice using the equation. Cover the equation up and test students on recall. Explaining Introduce an additional formula, v2 – u2 = 2 × a × x Explore 2 with students, for example by writing the equation out in full. Familiarise students with the difference between the units for velocity squared (m/s)2 and acceleration m/s2, and also that v2 – u2 is not the same as (change in velocity)2. Students practise using the equation. © Pearson Education Ltd 2015. Differentiation Exploring Support: Helping students to calculate the acceleration for each drop will give them practice using the formula. Stretch: Find a multi-flash image of a falling ball on the Internet and explain that the images of the object were taken at equal time intervals. Explaining Support: Work through some calculations with students using simple numbers to ensure they can use the formulae but focus on the physics behind it, rather than the maths. Stretch: Students work independently and use correct units. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals Suggested practical: Investigate the acceleration, g, in free fall and the magnitudes of everyday accelerations. (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP1d: Velocity/time graphs Specification points Exemplar teaching activities P1.8: Analyse Starter velocity/time graphs On the board, sketch two distance–time to: graphs, one with a horizontal line and one a) compare with the line sloping upwards. Label the axes acceleration from of each and ask the class what these show gradients qualitatively (staying still, moving at a steady speed). Now b) calculate the change the label on the vertical axis to read acceleration from the ‘Velocity’. Ask what the horizontal line now gradient (for uniform shows. acceleration only) c) determine the Exploring distance travelled Revisit calculating acceleration using graphs using the area between by students using ticker timers and tape to the graph line and the produce velocity–time graphs for a trolley time axis (for uniform accelerating down a ramp for two different acceleration only) slopes. Use the activity to revise use of units as well as graph drawing skills. Students measure the gradient of the graph to calculate acceleration and the area under the graph to measure distance. Students could work in pairs and plot one graph each for this activity. Explaining Explain why the gradient and area under a velocity–time graph give the acceleration and distance respectively. Carry out some formative assessment on knowledge and understanding of CP1 and provide interventions as necessary. © Pearson Education Ltd 2015. Differentiation Exploring Support: Ask students to explain the different slopes of their two graphs (comparing accelerations qualitatively). Support students in choosing axes for graphs (to allow simple comparison of two graphs). Stretch: Students calculate the area under the graph as a measure of distance independently. Ask students to explain why a ticker tape timer is useful. Explaining Support: Ask students specific questions to test understanding and to identify misconceptions. Stretch: Ask students to carry out some selfassessment on CP1 and identify where support is needed. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Determine the slope and intercept of a linear graph Understand the physical significance of area between a curve and the x-axis and measure it by counting squares as appropriate Practicals Using ticker timers to build up velocity–time graphs. (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P2 Forces and motion Lesson CP2a: Newton’s First Law Specification points Exemplar teaching activities P1.12: Recall Newton’s First Law and use it in the following situations: a) where the resultant force on a body is zero, i.e. the body is moving at a constant velocity or is at rest b) where the resultant force is not zero, i.e. the speed and/or direction of the body change(s) Starter Demonstrate pulling a glossy piece of paper (e.g. book cover), or a smooth table cloth, from underneath a book and ask students to observe any movement of the book. Repeat with more books stacked on the glossy paper. Challenge students to demonstrate the ‘magic’. Ask students to discuss their observations and then discuss why the books do not move. Exploring Students work in groups to write down five things they remember about forces. Introduce Newton’s First Law to explain why the book didn’t move. Allow students to explore movement of a ball on a smooth surface. If possible, show a video clip of an object moving in a low friction environment and ask students to apply Newton’s First Law. Flick a coin off a bench at the same time as dropping one, to demonstrate that the time to reach the ground is not affected by the horizontal component of its velocity, and so horizontal and vertical forces on an object can be discussed independently of each other. Explaining Challenge students to drop a ball onto a target (or into a bucket) on the ground as they run past it. Use this to demonstrate that the ball must be dropped before the target is reached and link to Newton’s First Law. © Pearson Education Ltd 2015. Differentiation Maths skills Practicals Exploring Support: Demonstrate the activity for students. Stretch: Ask students to suggest why flicking a coin harder makes it go further. n/a Demonstrating that horizontal and vertical forces can be considered independently of each other. (See Exploring and Explaining) Explaining Support: Ask students to film the dropping ball and play in slow motion to show the trajectory. Stretch: Ask students to predict the effect of running faster before dropping the ball. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP2b: Resultant Specification points P1.12: Recall Newton’s First Law and use it in the following situations: a) where the resultant force on a body is zero i.e. the body is moving at a constant velocity or is at rest b) where the resultant force is not zero i.e. the speed and/or direction of the body change(s) forces Exemplar teaching activities Starter Find images of objects stationary and in motion. Show them to students and ask students to describe the types of forces acting on the objects and the directions in which they are acting. Do not comment on ideas at this point. Exploring Fill a balloon with helium and tether it to a weight. Ask students to work in pairs to describe the forces on the balloon while it is tethered, and to describe what would happen if the balloon were released from the weight. Students work together in groups to apply multiple combinations of forces to a block, work out the resultant force and predict its effect on the movement of the block. Explaining Use an air track or air table to reinforce the effects of friction on moving objects by showing the movement of gliders/pucks with the air on and with the air off. Students return to original ideas about forces (see Starter) and add to or amend. © Pearson Education Ltd 2015. Differentiation Exploring Support: Give students further examples to try, rather than asking them to make up their own. Stretch: Give students three forces for one side and one for the other. Students work out possible values for the set of three forces and try them out. Explaining Support: Support students in writing a couple of sentences to summarise what they have seen and the reasons for it. Stretch: Show students a video clip (from the Internet) of hovercraft manoeuvring and ask them to explain why hovercraft appear to skid around a turn, whereas a road vehicle or powerboat making the same turn would not. Maths skills Make estimates of the results of simple calculations Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Practicals Calculating resultant forces (See Exploring) Demonstrating the effects of friction on moving objects (See Explaining) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP2c: Mass and Specification points P1.14: Recall and use the equation: weight (newton, N) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg), W=m×g weight Exemplar teaching activities Starter Challenge students to work in pairs or small groups to write down two statements about mass and weight that are true, and one that is false. Then ask for volunteers to read out one statement at a time. The rest of the class have to decide whether the statement is true or false. Exploring Students are given a selection of objects. Ask students whether they recall how they estimated g previously. Students measure the mass and weight of the objects and draw a scatter graph of weight against mass. Students are asked to draw a line of best fit and then identify the type of correlation shown by their graph and calculate the value of g from the gradient of the line. (Suggested practical). Compare the value for g calculated using the equation and the graph. Explaining Show a video clip of a moon landing and walking. Provide students with the value of g on the moon and ask them to calculate the weight of objects used earlier on the moon. © Pearson Education Ltd 2015. Differentiation Exploring Support: Provide masses in 0.1 kg intervals to make plotting the graph easier. Stretch: Provide students with some masses marked in grams and some in kilograms, reminding them of the need to use consistent units when plotting their results. Explaining Support: Help students in predicting weights by first sequencing the planets/moon in order of gravitational field strengths. Stretch: Ask students to predict the shape of the graph when plotting weight and mass on the moon/other planets. Maths skills Make estimates of the results of simple calculations Substitute numerical values into algebraic equations using appropriate units for physical quantities Change the subject of an equation Solve simple algebraic equations Plot two variables from experimental data. Determine the slope and intercept of a linear graph. Practicals Suggested practical: Investigate the relationship between mass and weight. (See Exploring.) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP2d: Newton’s Second Law Specification points Exemplar teaching activities P1.13: Recall and use Starter Newton's Second Law as Roll a number of objects of the same force (newton, N) = mass (e.g. balls of same mass and then mass (kilogram, kg) × jars of same mass) down a ramp of acceleration (metre per varying heights. Ask students to second squared, m/s2) observe the movement of the objects F=m×a and discuss what changed when the P1.15: Investigate the height of the slope changed. Introduce relationship between the equation F = m × a force, mass and and use it to explain why acceleration acceleration (such as an increases as force increases. investigation that uses stacked trolleys) Exploring Investigation on the effects of mass on acceleration with a constant force. (Core practical) Explaining Use an airtrack, two gliders and some repelling magnets to reinforce F = m × a. Support students in memorising the equation. © Pearson Education Ltd 2015. Differentiation Exploring Support: Explain to students that a shorter time to move along the ramp indicates an increased acceleration. Support with changing the subject of the equation. Stretch: Ask students to predict the effect of increasing mass using the equation. Ask students to suggest how the relationship between force and acceleration could be investigated. Explaining Support: Give students pairs of disc magnets so they can feel the repelling force as they bring like poles together. Stretch: Ask students to predict what would happen if the heavier glider had three times the mass of the lighter one. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Understand the terms mean, mode and median Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Translate information between graphical and numeric form Plot two variables from experimental data Determine the slope and intercept of a linear graph Practicals Core practical: Investigate the relationship between force, mass and acceleration (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP2e: Newton’s Third Law Specification Exemplar teaching activities points P1.19: Recall and Starter apply Newton's Provide students with marbles, of a range of size Third Law… to and mass. Ask students to push one marble into a equilibrium stationary marble on a flat surface. Students situations… observe what happens on collision. Show an internet clip of people colliding holding fitness balls in front of them. Ask students to explain both demonstrations in terms of energy transfer. Exploring Observe birds taking off (either outside or on an internet clip). Ask students to discuss how this happens and elicit that a force downwards results in upwards movement. Students work in groups to test, or build and test, balloon cars. These can be built using Lego©. Students explore how to make the car move further quickly and explain the observations in terms of forces. Share Newton’s Third Law and ask students to put it into their own words. Explaining Demonstrate another example of Newton’s Third Law, for example, two closed film canisters, lid-tolid inside a container, one containing water and the other containing an antacid tablet and water. Ask students to predict what will happen. Students explain the observations and link to Newton’s Third Law. © Pearson Education Ltd 2015. Differentiation Maths skills Practicals Exploring Support: Provide students with a scaffold, such as the parts of sentences to select and construct the correct descriptions and explanations. Stretch: Students draw force diagrams to support observations and explanations. Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Experiments to demonstrate Newton’s Third Law (See Exploring and Explaining) Explaining Support: Provide students with choices of what may happen from which to select. Stretch: Students research Newton and his work on the laws of motion. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP2f: Stopping distances Specification points Exemplar teaching activities P1.22: Explain methods Starter of measuring human Show a video clip of cars demonstrating reaction times and stopping distance. Ask students to consider recall typical results what affects how far the car travels before it P1.23: Recall that the comes to a stop. Display the factors identified stopping distance of a for later. vehicle is made up of the sum of the thinking Exploring distance and the Display the Highway Code’s chart of increasing braking distance stopping distances with speed. In groups, P1.24: Explain that the students discuss what the chart shows. Ask stopping distance of a students to suggest what braking distance and vehicle is affected by a thinking distance might be and to describe range of factors how each changes with the speed. Stress with including: students that these are distances, not times. a) the mass of the Students explore a factor affecting thinking vehicle distance by testing reaction times using a b) the speed of the dropped ruler. Students consider what could vehicle affect reaction time, and the link between c) the driver's reaction reaction time and stopping distance. time d) the state of the Explaining vehicle's brakes Provide students with the range of factors e) the state of the road affecting stopping distance (including those f) the amount of friction discussed in Starter) and ask them to sort between the tyre and each into whether it affects thinking distance the road surface or braking distance). © Pearson Education Ltd 2015. Differentiation Exploring Support: Demonstrate the ruler method to students before they carry it out, and help them to set up the experiment if necessary. Include an indication of time on the rulers. Stretch: Ask students to produce an explanation of why thinking distance increases with increasing speed if their reaction time stays the same. Explaining Support: Provide the factors on cards (or sticky notes) for students to physically arrange. Stretch: Ask students to add other factors to the list and to suggest whether any factors may be more significant than others. Maths skills Find arithmetic means Construct and interpret frequency tables and diagrams, bar charts and histograms Practicals Students test reaction times using a dropped ruler. (See Exploring) Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP2g: Crash hazards Specification Exemplar teaching activities points P1.25: Describe Starter the factors Show images of crashed cars with affecting a various amounts of damage. Ask driver’s reaction students to suggest different causes of time including crashes. After collecting some ideas, drugs and ask them to then think about what distractions determines the amount of damage that P1.26: Explain is caused. Then ask what safety the dangers features are built into cars to mitigate caused by large dangers to people. decelerations Exploring Investigation testing different designs of crumple zone on a dynamics trolley. (Suggested practical). Students draw conclusions. Explaining Explore with students the reasons that safety features, such as seatbelts, airbags and crumple zones, reduce injury caused by large decelerations. Show a video clip of a car crashing without any crumple zones. Students produce an extended piece of writing about safety features of a car and how they reduce injury. Carry out some formative assessment on knowledge and understanding of CP2 and provide interventions as necessary. © Pearson Education Ltd 2015. Differentiation Maths skills Practicals Exploring Support: Help students to design a simple crumple zone. Stretch: Students plan their own investigation to test a hypothesis. Recognise and use expressions in decimal form Construct and interpret Suggested practical: Investigation into how crumple zones can be used to reduce the forces in collisions (See Exploring) Explaining Support: Provide key words and a writing frame for students, possibly including an opportunity to draw diagrams of ideas before writing in full. Stretch: Ask students to compare the dangers of a small deceleration with a large deceleration. Show an internet clip, or demo, of spinning two eggs, one hard-boiled and a raw egg to show that after you gently stop them spinning, the raw egg then spins again. Relate this to a head injury where the fluid in the head continues to move after a crash, causing more damage. Students could suggest how wearing a helmet protects from this when on a bike, for example. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P3 Conservation of energy Lesson CP3a: Energy stores and transfers Specification points P1.29: Explain, with examples, that where there are energy transfers in a system, there is no net change to the total energy of a closed system P1.30: Analyse the changes involved in the way energy is stored when a system changes, including: a) an object projected upwards or up a slope b) a moving object hitting an obstacle c) an object being accelerated by a constant force d) a vehicle slowing down e) bringing water to a boil in an electric kettle P1.31: Use diagrams to represent energy transfers and calculate the before and after energy values P1.32: Explain that, in all system changes, energy is dissipated so that it is stored in less useful ways © Pearson Education Ltd 2015. Maths skills Construct and interpret frequency tables and diagrams, bar charts and histograms Practicals Suggested practical: Investigate conservation of energy. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP3b: Energy efficiency Specification points P1.38: Calculate efficiency in energy transfers, and explain how efficiency can be increased P1.39: Recall and use the equation: efficiency = (useful energy transferred by the device) / (total energy supplied to the device) P1.33: Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings, or when they do electrical work against resistance of connecting wires P1.36: Explain ways of reducing unwanted energy transfer, including through lubrication… © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Use ratios, fractions and percentages Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP3c: Supplying electricity Specification points P1.33: Explain that mechanical processes become wasteful when they cause a rise in temperature so dissipating energy in heating the surroundings, or when they do electrical work against resistance of connecting wires P1.34: Explain why electrical energy is transmitted at high voltages, as it improves the efficiency by reducing heat loss in transmission lines P1.35: Explain where and why step-up and step-down transformers are used in the transmission of electricity in the National Grid © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP3d: Keeping warm Specification points P1.36: Explain ways of reducing unwanted energy transfer, including through… thermal insulation… P1.37: Describe the effects of the thickness and thermal conductivity of the walls of a building on its rate of cooling qualitatively © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP3e: Renewable resources Specification points P1.40: Describe the main energy sources available for use on Earth (including… bio-fuel, wind, hydro-electricity, the tides and the Sun), and compare the ways in which both renewable and non-renewable sources are used P1.41: Explain patterns and trends in the use of energy resources © Pearson Education Ltd 2015. Maths skills Construct and interpret frequency tables and diagrams, bar charts and histograms Use a scatter diagram to identify a correlation between two variables Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP3f: Non-renewable resources Specification points P1.40: Describe the main energy sources available for use on Earth (including fossil fuels, nuclear fuel…), and compare the ways in which both renewable and non-renewable sources are used P1.41: Explain patterns and trends in the use of energy resources Revision and assessment of CP3 and Y9 topics © Pearson Education Ltd 2015. Maths skills Construct and interpret frequency tables and diagrams, bar charts and histograms Use a scatter diagram to identify a correlation between two variables Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Year 10 P4 Waves Lesson CP4a: Specification points P2.1: Recall that waves transfer energy and information without transferring matter P2.2: Recall and use the terms frequency, wavelength, amplitude, period and wave velocity as applied to waves P2.3: Explain the difference between longitudinal and transverse waves by referring to sound, electromagnetic, seismic and water waves © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP4b: Specification points P2.4: Recall and use both the equations below for all waves: wave velocity (metre/second, m/s) = frequency (hertz, Hz) × wavelength (metre, m) v=f×λ wave velocity (metre/second, m/s) = distance (metre, m) ÷ time (second, s) v = x/t © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Use a scatter diagram to identify a correlation between two variables Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP4c: Specification points P2.5: Describe how to measure the velocity of sound in air and ripples on water surfaces © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Use a scatter diagram to identify a correlation between two variables Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP4d: Specification points P2.15: Investigate the suitability of equipment to measure the speed / frequency / wavelength of a wave in a solid (such as an investigation that uses a pico scope) and a fluid (such as an investigation that uses a ripple tank for liquids and a microphone, loudspeaker and signal generator with a datalogger) © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Use a scatter diagram to identify a correlation between two variables Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals Core practical: Investigate the suitability of equipment to measure the speed / frequency / wavelength of a wave in a solid (such as an investigation that uses a pico scope) and a fluid (such as an investigation that uses a ripple tank for liquids and a microphone, loudspeaker and signal generator with a datalogger). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP4e Specification points P2.8: Explain how waves will be refracted at a boundary Revision and assessment of CP4 © Pearson Education Ltd 2015. Maths skills n/a Practicals Suggested practical: Investigate models to show refraction, such as toy cars travelling into a region of sand. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P5 Light and the electromagnetic spectrum Lesson CP5a: Specification points P3.7: Recall that all electromagnetic waves are transverse, that they travel at the same speed in a vacuum P3.8: Explain, with examples, that all electromagnetic waves transfer energy from source to observer P3.11: Recall that our eyes can only detect a limited range of frequencies © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP5b: Specification points P3.9: Recall the main groupings of the continuous electromagnetic spectrum including (in order) radio waves, microwaves, infrared, visible (including the colours of the visible spectrum), ultraviolet, X-rays and gamma rays P3.10: Describe the electromagnetic spectrum as continuous from radio waves to gamma rays and that the radiations within it can be grouped in order of decreasing wavelength and increasing frequency © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP5c: Specification points P3.21: Describe some uses of electromagnetic radiation a) radio waves: including broadcasting, communications and satellite transmissions b) microwaves: including cooking, communications and satellite transmissions c) infrared: including cooking, thermal imaging, short range communications, optical fibres, television remote controls and security systems d) visible light: including vision, photography and illumination … © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP5d: Specification points P3.21: Describe some uses of electromagnetic radiation … e) ultraviolet: including security marking, fluorescent lamps, detecting forged bank notes and disinfecting water f) X-rays: including observing the internal structure of objects, airport security scanners and medical X-rays g) gamma rays: including sterilising food and medical equipment, and the detection of cancer and its treatment © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP5e: Specification points P3.20: Describe the harmful effects on people of excessive exposure to electromagnetic radiation, including: a) microwaves: internal heating of body cells b) infrared: skin burns c) ultraviolet: damage to surface cells and eyes, leading to skin cancer and eye conditions d) X-rays and gamma rays: mutation or damage to cells in the body P3.19: Recall that the potential danger associated with an electromagnetic wave increases with increasing frequency P3.23: Recall that changes in atoms and nuclei can a) generate radiations over a wide frequency range b) be caused by absorption of a range of radiations Revision and assessment of CP5 © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P6 Particle model 1 Lesson CP6a: Specification points P4.1: Use a simple kinetic theory model to explain the different states of matter (solids, liquids and gases) in terms of the movement and arrangement of particles P4.5: Describe that when substances melt, freeze, evaporate, boil, condense or sublimate mass is conserved P4.2: Recall and use the equation: density (kilograms per cubic metre, kg/m3) = mass (kilograms, kg) ÷ volume (cubic metres, m3) ρ = m/V P4.4: Explain the differences in density between the different states of matter in terms of the arrangements of the atoms or molecules P4.3: Investigate the densities of solid and liquids (such as an investigation that uses irregularly shaped objects and a density bottle) © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand the terms mean, mode and median Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Translate information between graphical and numeric form Plot two variables from experimental or other data Calculate areas of triangles and rectangles, surface areas and volumes of cubes Practicals Core practical: Investigate the densities of solid and liquids (such as an investigation that uses irregularly shaped objects and a density bottle). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP6b: Specification points P4.6: Explain how heating a system will change the energy stored within the system and raise its temperature or produce changes of state P4.7: Define the terms specific heat capacity and specific latent heat and explain the differences between them P4.10: Investigations: b) obtain a temperature–time graph to show the constant temperature during a change of state (such as an investigation that uses melting ice) © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Understand the terms mean, mode and median Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Translate information between graphical and numeric form Plot two variables from experimental or other data Draw and use the slope of a tangent to a curve as a measure of rate of change Practicals Core practical: Obtain a temperature–time graph to show the constant temperature during a change of state (such as an investigation that uses melting ice). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP6c: Specification points P4.8: Use the equation: change in thermal energy (joules, J) = mass (kilogram, kg) × specific heat capacity (joules per kilogram degree celsius, J/kg °C) × change in temperature (degree celsius, °C) ΔQ = m × c × Δθ P4.9: Use the equation: thermal energy for a change of state (joules, J) = mass (kilogram, kg) × specific latent heat (joules per kilogram, J/kg) Q=m×L P4.10: Investigations: a) determine the specific heat capacity of materials including water and some solids (such as an investigation that uses electrical heating of water and electrical heating of an aluminium block) Revision and assessment of CP6 © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Understand the terms mean, mode and median Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Translate information between graphical and numeric form Plot two variables from experimental or other data Draw and use the slope of a tangent to a curve as a measure of rate of change Practicals Core practical: Determine the specific heat capacity of materials including water and some solids (such as an investigation that uses electrical heating of water and electrical heating of an aluminium block). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P7 Radioactivity Lesson CP7a: Specification points P5.1: Describe an atom as a positively charged nucleus surrounded by negatively charged electrons, with the nuclear radius much smaller than that of the atom and with almost all of the mass in the nucleus P5.2: Recall the typical size (order of magnitude) of atoms and small molecules P5.3: Describe the structure of nuclei of isotopes using the terms atomic (proton) 13 number and mass (nucleon) number and using symbols in the format C 6 P5.17: Describe how and why the atomic model has changed over time including reference to the plum pudding model and Rutherford alpha particle scattering leading to the Bohr model © Pearson Education Ltd 2015. Maths skills Visualise and represent 2D and 3D forms including two-dimensional representations of 3D objects Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP7b: Specification points P5.4: Recall that the nucleus of each element has a characteristic positive charge, but that elements differ in mass by having different numbers of neutrons P5.5: Recall the relative masses and relative electric charges of protons, neutrons, electrons and positrons P5.6: Recall that in an atom the number of protons equals the number of electrons and is therefore neutral © Pearson Education Ltd 2015. Maths skills Use a scatter diagram to identify a correlation between two variables Visualise and represent 2D and 3D forms including two-dimensional representations of 3D objects Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP7c: Specification points P5.7: Recall that in each atom its electrons orbit the nucleus at different set distances from the nucleus P5.8: Explain that electrons change orbit when there is absorption or emission of electromagnetic radiation P5.9: Explain how atoms may form positive ions by losing outer electrons P5.10: Recall that alpha, β– (beta minus), β+ (positron), gamma rays and neutron radiation are emitted from unstable nuclei in a random process P5.11: Recall that alpha, β– (beta minus), β+ (positron) and gamma rays are ionising radiations © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP7d: Specification points P5.12: Explain what is meant by background radiation P5.13: Describe the origins of background radiation from Earth and space P5.14: Describe methods for measuring and detecting radioactivity limited to photographic film and a Geiger–Müller tube P5.15: Recall that an alpha particle is equivalent to a helium nucleus, a beta particle is an electron emitted from the nucleus and a gamma ray is electromagnetic radiation P5.16: Compare alpha, beta and gamma radiations in terms of their abilities to penetrate and ionise © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP7e: Specification points P5.18: Describe the process of β– decay (a neutron becomes a proton plus an electron) P5.19: Describe the process of β+ decay (a proton becomes a neutron plus a positron) P5.20: Explain the effects on the atomic (proton) number and mass (nucleon) number of radioactive decays (α, β, γ and neutron emission) P5.21: Recall that nuclei that have undergone radioactive decay often undergo nuclear rearrangement with a loss of energy as gamma radiation P5.22: Use given data to balance nuclear equations in terms of mass and charge © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP7f: Specification points P5.23: Describe how the activity of a radioactive source decreases over a period of time P5.24: Recall that the unit of activity of a radioactive isotope is the Becquerel, Bq P5.25: Recall that the half-life of a radioactive isotope is the time taken for half the undecayed nuclei to decay or the activity of a source to decay by half P5.26: Use the concept of half-life to carry out simple calculations on the decay of a radioactive isotope, including graphical representations © Pearson Education Ltd 2015. Maths skills Use ratios, fractions and percentages Make estimates of the results of simple calculations Use an appropriate number of significant figures Use a scatter diagram to identify a correlation between two variables Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals Suggested practical: Investigate models which simulate radioactive decay. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP7g: Specification points P5.28: Describe the dangers of ionising radiation in terms of tissue damage and possible mutations and relate this to the precautions needed P5.30: Explain the precautions taken to ensure the safety of people exposed to radiation, including limiting the dose for patients and the risks to medical personnel P5.31: Describe the differences between contamination and irradiation effects and compare the hazards associated with these two Revision and assessment of CP7 © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P8 Energy – forces doing work Lesson CP8a: Specification points P7.1: Identify the different ways that the energy of a system can be changed a) through work done by forces b) in electrical equipment c) in heating P7.2: Describe how to measure the work done by a force and understand that energy transferred (joule, J) is equal to work done (joule, J) P7.3: Recall and use the equation: work done (joule, J) = force (newton, N) × distance moved in the direction of the force (metre, m) E=F×d P7.4: Describe and calculate the changes in energy involved when a system is changed by work done by forces P7.7: Recall that power is the rate of doing work and is measured in watts, W P7.8: Use the equation: power (watt, W) = work done (joule, J) ÷ time taken (second, s) P = E/T P7.9: Recall that one watt is equal to one joule per second, J/s © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Understand the physical significance of area between a curve and the x-axis and measure it by counting squares as appropriate Practicals Suggested practical: Investigate power by running up the stairs or lifting objects of different weights. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP8b: Specification points P7.5: Recall and use the equation to calculate the change in gravitational PE when an object is raised above the ground: change in gravitational potential energy (joule, J) = mass (kilogram, kg) × gravitational field strength (newton per kilogram, N/kg) × change in vertical height (metre, m) ΔGPE = m × g × Δh P7.6: Recall and use the equation to calculate the amounts of energy associated with a moving object: kinetic energy (joule, J) = ½ × mass (kilogram, kg) × (velocity)2 ((metre/second)2, (m/s)2) KE = ½ × m × v2 Revision and assessment of CP8 © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Year 11 P9 Forces and their effects Lesson CP9a: Specification points P8.1: Describe, with examples, how objects can interact a) at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved b) by contact, including normal contact force and friction c) producing pairs of forces which can be represented as vectors © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP9b: Specification points P8.1: Describe, with examples, how objects can interact a) at a distance without contact, linking these to the gravitational, electrostatic and magnetic fields involved b) by contact, including normal contact force and friction c) producing pairs of forces which can be represented as vectors Revision and assessment of CP9 © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P10 Electricity and circuits Lesson CP10a: Specification points P9.1: Describe the structure of the atom, limited to the position, mass and charge of protons, neutrons and electrons P9.2: Draw and use electric circuit diagrams representing them with the conventions of positive and negative terminals, and the symbols that represent cells, including batteries, switches, voltmeters, ammeters, resistors, variable resistors, lamps, motors, diodes, thermistors, LDRs and LEDs P9.3: Describe the differences between series and parallel circuits © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10b: Specification points P9.4: Recall that a voltmeter is connected in parallel with a component to measure the potential difference (voltage), in volts, across it P9.7: Recall that an ammeter is connected in series with a component to measure the current, in amps, in the component P9.10: Describe that when a closed circuit includes a source of potential difference there will be a current in the circuit P9.11:Recall that current is conserved at a junction in a circuit © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10c: Specification points P9.5: Explain that potential difference (voltage) is the energy transferred per unit charge passed and hence that the volt is a joule per coulomb P9.6: Recall and use the equation: energy transferred (joule, J) = charge moved (coulomb, C) × potential difference (volt, V) E=Q×V P9.8: Explain that an electric current as the rate of flow of charge and the current in metals is a flow of electrons P9.9: Recall and use the equation: charge (coulomb, C) = current (ampere, A) × time (second, s) Q=I×t © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10d: Specification points P9.12: Explain how changing the resistance in a circuit changes the current and how this can be achieved using a variable resistor P9.13: Recall and use the equation: potential difference (volt, V) = current (ampere, A) × resistance (ohm, Ω) V=I×R P9.14: Explain why, if two resistors are in series, the net resistance is increased, whereas with two in parallel the net resistance is decreased P9.15: Calculate the currents, potential differences and resistances in series circuits P9.16: Explain the design and construction of series circuits for testing and measuring © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10e: Specification points P9.18: Explain how current varies with potential difference for the following devices and how this relates to resistance a) filament lamps b) diodes c) fixed resistors P9.19: Describe how the resistance of a light-dependent resistor (LDR) varies with light intensity and how this relates to typical uses of the LDR P9.20: Describe how the resistance of a thermistor varies with change of temperature (negative temperature coefficient thermistors only) and how this relates to typical uses of the thermistor P9.17: Investigate the relationship between potential difference (voltage), current and resistance for both linear and non-linear components (such as an investigation that uses a variable resistor) © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Understand the terms mean, mode and median Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Translate information between graphical and numeric form Understand that y = mx + c represents a linear relationship Plot two variables from experimental or other data Determine the slope and intercept of a linear graph Draw and use the slope of a tangent to a curve as a measure of rate of change Calculate areas of triangles and rectangles, surface areas and volumes of cubes Practicals Core practical: Investigate the relationship between potential difference (voltage), current and resistance for both linear and non-linear components (such as an investigation that uses a variable resistor). Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10f: Specification points P9.21: Recall that, when there is an electric current in a resistor, there is an energy transfer which heats the resistor P9.22: Explain the energy transfer (in 9.21 above) as the result of collisions between electrons and the ions in the lattice P9.23: Describe the advantages and disadvantages of the heating effect of an electric current P9.24: Use the equation: energy transferred (joule, J) = current (ampere, A) × potential difference (volt, V) × time (second, s) E=I×V×t © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10g: Specification points P9.25: Describe power as the energy transferred per second and recall that it is measured in watts P9.26: Recall and use the equation: power (watt, W) = energy transferred (joule, J) ÷ time taken (second, s) P = E/t P9.27: Explain how the power transfer in any circuit device is related to the potential difference across it and the current in it P9.28: Recall and use the equations: electrical power (watt, W) = current (ampere, A) × potential difference (volt, V) P=I×V electrical power (watt, W) = current squared (ampere2, A2) × resistance (ohms, Ω) P = I2 × R © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Construct and interpret frequency tables and diagrams, bar charts and histograms Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals Suggested practical: Investigate the power consumption of low-voltage electrical items. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10h: Specification points P9.27: Explain how the power transfer in any circuit device is related to the potential difference across it and the current in it P9.28: Recall and use the equations: electrical power (watt, W) = current (ampere, A) × potential difference (volt, V) P=I×V electrical power (watt, W) = current squared (ampere2, A2) × resistance (ohms, Ω) P = I2 × R © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Recognise and use expressions in standard form Make estimates of the results of simple calculations Use an appropriate number of significant figures Construct and interpret frequency tables and diagrams, bar charts and histograms Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals Suggested practical: Investigate the power consumption of low-voltage electrical items. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10i: Specification points P9.29: Describe how, in different domestic devices, energy is transferred from batteries and the a.c. mains to the energy of motors and heating devices P9.30: Explain the difference between direct and alternating voltage P9.31: Describe direct current (d.c.) as movement of charge in one direction only and recall that cells and batteries supply direct current (d.c.) P9.32: Describe that in alternating current (a.c.) the movement of charge changes direction P9.33: Recall that in the UK the domestic supply is a.c., at a frequency of 50 Hz and a voltage of about 230 V P9.39: Describe, with examples, the relationship between the power ratings for domestic electrical appliances and the changes in stored energy when they are in use © Pearson Education Ltd 2015. Maths skills Construct and interpret frequency tables and diagrams, bar charts and histograms Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP10j: Specification points P9.34: Explain the difference in function between the live and the neutral mains input wires P9.35: Explain the function of an earth wire and of fuses or circuit breakers in ensuring safety P9.36: Explain why switches and fuses should be connected in the live wire of a domestic circuit P9.37: Recall the potential differences between the live, neutral and earth mains wires P9.38: Explain the dangers of providing any connection between the live wire and earth Revision and assessment of CP10 © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P11 Magnetism and the motor effect Lesson CP11a: Specification points P11.1: Recall that unlike magnetic poles attract and like magnetic poles repel P11.3: Explain the difference between permanent and induced magnets P11.2: Describe the uses of permanent and temporary magnetic materials including cobalt, steel, iron, nickel and magnadur © Pearson Education Ltd 2015. Maths skills Construct and interpret frequency tables and diagrams, bar charts and histograms Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP11b: Specification points P11.4: Describe the shape and direction of the magnetic field around bar magnets and for a uniform field, and relate the strength of the field to the concentration of lines P11.5: Describe the use of plotting compasses to show the shape and direction of the field of a magnet and the Earth’s magnetic field P11.6: Explain how the behaviour of a magnetic compass is related to evidence that the core of the Earth must be magnetic © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP11c: Specification points P11.7: Recall that a current can create a magnetic effect and relate the shape and direction of the magnetic field around a long straight conductor to the direction of the current P11.8: Recall that the strength of the field depends on the size of the current and the distance from the long straight conductor © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P12 Electromagnetic induction Lesson CP12a: Specification points P12.9: Use the power equation (for transformers with 100% efficiency): potential difference across primary coil (volt, V) × current in primary coil (ampere, A) = potential difference across secondary coil (volt, V) × current in secondary coil (ampere, A) Vp × Ip = Vs × Is © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Change the subject of an equation Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P12 Electromagnetic induction Lesson CP12b: Specification points P12.9: Use the power equation (for transformers with 100% efficiency): potential difference across primary coil (volt, V) × current in primary coil (ampere, A) = potential difference across secondary coil (volt, V) × current in secondary coil (ampere, A) Vp × Ip = Vs × Is Revision and assessment of CP12 © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Change the subject of an equation Substitute numerical values into algebraic equations using appropriate units for physical quantities Solve simple algebraic equations Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P13 Particle model 2 Lesson CP13a: Specification points P13.1: Explain the pressure of a gas in terms of the motion of its particles P13.2: Explain the effect of changing the temperature of a gas on the velocity of its particles and hence on the pressure produced by a fixed mass of gas at constant volume (qualitative only) P13.3: Describe the term absolute zero, −273 °C, in terms of the lack of movement of particles P13.4: Convert between the kelvin and Celsius scales Revision and assessment of CP13 © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work P14 Forces and matter Lesson CP14a: Specification points P14.1: Explain, using springs and other elastic objects, that stretching, bending or compressing an object requires more than one force P14.2: Describe the difference between elastic and inelastic distortion © Pearson Education Ltd 2015. Maths skills n/a Practicals tbc Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP14b: Specification points P14.3: Recall and use the equation for linear elastic distortion including calculating the spring constant: force exerted on a spring (newton, N) = spring constant (newton per metre, N/m) × extension (metres, m) F=k×x P14.4: Use the equation to calculate the work done in stretching a spring: energy transferred in stretching (joules, J) = 0.5 × spring constant (newton per metre, N/m) × (extension (metres, m))2 E = ½ × k × x2 © Pearson Education Ltd 2015. Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Construct and interpret frequency tables and diagrams, bar charts and histograms Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Change the subject of an equation Substitute numerical values into algebraic equations using appropriate units for physical quantities Translate information between graphical and numeric form Understand that y = mx + c represents a linear relationship Plot two variables from experimental or other data Determine the slope and intercept of a linear graph Draw and use the slope of a tangent to a curve as a measure of rate of change Understand the physical significance of area between a curve and the x-axis and measure it by counting squares as appropriate Practicals Core practical: Investigate the stretching of springs and rubber bands. Edexcel GCSE (9–1) in Combined Science (Physics) scheme of work Lesson CP14c Specification points P14.5: Describe the difference between linear and nonlinear relationships between force and extension P14.6: Investigate the stretching of springs and rubber bands Revision and assessment of CP14 Maths skills Recognise and use expressions in decimal form Make estimates of the results of simple calculations Use an appropriate number of significant figures Find arithmetic means Construct and interpret frequency tables and diagrams, bar charts and histograms Understand and use the symbols: =, <, <<, >>, >, ∝, ~ Change the subject of an equation Substitute numerical values into algebraic equations using appropriate units for physical quantities Translate information between graphical and numeric form Understand that y = mx + c represents a linear relationship Plot two variables from experimental or other data Determine the slope and intercept of a linear graph Draw and use the slope of a tangent to a curve as a measure of rate of change Understand the physical significance of area between a curve and the x-axis and measure it by counting squares as appropriate Written by Mark Levesley, Penny Johnson and Tracey Baxter. Some content is adapted from existing material originally authored by James de Winter and Miles Hudson. Used with permission. © Pearson Education Ltd 2015. Practicals